Approaches to Building Teacher-Parent Cooperation
Povzetek
The purpose of this study was to explore the areas of cooperation in which parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parental influence on school decisions, and parent involvement in different school activities. At the same time, we also explored building cooperation among the teachers, students, and their parents, within the framework of the program ‘Reading and Conversation’. The findings indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues, who were more cautious and restrained. In contrast to the lead teachers who represented a relatively narrow professional group, parents’ views were much more diverse. Parental education was the best predictor of their readiness to become involved in the life and work of their children’s school. Whether the area in which the families lived was urban or suburban did not make any difference. The evaluation of the one-year ‘Reading and Conversation’ programme revealed increases in parents’motivation to collaborate with the school as a consequence of the program’s approach to work, as well as improvement in mutual relationships and dialogue.Prenosi
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Cankar, F., & Kolar, M. (2006). Lehrer und Eltern in Slowenischen Grundschulen –
Kooperationspartner mit unterschiedlichen Erwartungen. Empirische Pädagogik, 20(4), 1–12.
Catsambis, S., & Beveridge, A. A. (2001). Does neighborhood matter? Family, neighborhood, and school influences on eighth grade mathmaticks achivement. Sociological Focus, 34(4), 435–457.
Crozier, G. (2000). Parental Involvement: who wants it? International Studies in Sociology of
Education, 9(3), 219–238.
Cullingford, C. (1985). Parents, Teachers and Schools. London.
Deem, R. et al. (1995). Active Citizenship and the Governing of Schools. Buckingham: Open University Press.
Epstein, L. J. (2001). School, Family and Community Partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
Epstein, J. L., & Rodriguez Jansorn, N. (2004). NaÄrtovano partnerstvo Å¡ole in družine. The
Education Digest, 69(6), 19–23.
Furedi, F. (2008). Levica se je prebarvala v zeleno: dr. Frank Furedi, angleški sociolog. Delo, Sobotna priloga (19.7.2008), 50(166), 21–23.
Gordon, T. (1985). Trening veÄje uÄinkovitosti za uÄitelje. Svetovalni center. Ljubljana.
Heywood-Everett, G. (1999). The Business of Learning: parents as full, unwilling or sleeping parents. International Studies in Sociology in Education, 9(3), 267–278.
Hopkins, D. (2007). Vsak uÄenec je pomemben – individualizirano uÄenje. Strokovno sreÄanje
ravnateljic in ravnateljev OŠ. Portorož, November 2007.
Jowett, S. et al. (1991). Building Bridges: Parental Involvement in School. Windsor: NFER, Nelson.
Kelley-Laine, K. (1998). Parents as Partners in Schooling. Childhood Education, 74(6), 342–343.
Kolar, M. (2005). Komuniciranje med šolo in starši kot element kakovosti v vzgoji in izobraževanju. Fakulteta za družbene vede. Ljubljana (magistrsko delo).
Kolar, M., & Kušar, A. (2009). Program partnerskega sodelovanja. Zavod RS za šolstvo. Ljubljana.
MarinÅ¡ek, S. (2003). UÄitelji in starÅ¡i: na istem ali na nasprotnem bregu. V A. TrnavÄeviÄ, Sodelovanje s starÅ¡i - da, toda kako? (pp. 7–9). Ljubljana.
Mayall, B. (1990). Parents in Secondary Education. London.
McNamara, O. et al. (2000). Room to manoeuvre: mobilising the active partner in home school relations. British Educational Research Journal, 26(4), 473–487.
Medveš, Z. et al. (2001). Modro oko. Spoznaj, analiziraj, izboljšaj. Ljubljana: Zavod RS za šolstvo.
Organisation for Economic Cooperation and Development (1997). Parents as partners in schooling. Paris: OECD.
Radnor, E., & Ball, S. (1996). Local Education Authorities: Accountability and control. Stoke-on Trent: Trentham Books.
Rener, T. (2000), Ranljivost, mladi in zasebno okolje. V Socialna ranljivost mladih (pp. 91-95).
Ljubljana: Ministrstvo za Å¡olstvo in Å¡port, Urad RS za mladino.
Resman, M. (1992). Partnerstvo med domom in šolo. Sodobna pedagogika, 43(3–4), 136–145.
Sheldon, S. B., & Epstein, J. L. (2002). Improving Student Behavior and School Discipline with
Family and Community Involvement. Education and Urban Society, 35(1), 4–32.
Simon, B. S. (2004). High school outreach and family involvement. Social Psychology of Education, 7(3), 185–209.
Snoj, B., & Mumel, D. (2001). Marketinški aspekti kvalitete usluga. Zagreb: Acta Turistica.
Vidmar, J. (2001). Sodelovanje med starši in šolo. Sodobna pedagogika, 52(1), 46–65.
Vincent, C., & Tomlinson, S. (1996). Home-School relationships: The swarming of disciplinary
mechanisms? British Educational Research Journal, 23(3), 361–377.
Wolfendale, S. (1989). Parental Involvement: Developing Networks between School, Home and Community. Oxford: Alden Press.
Objavljeno
2012-03-31
Kako citirati
Cankar, F., Deutsch, T., & Sentočnik, S. (2012). Approaches to Building Teacher-Parent Cooperation. Revija Centra Za študij Edukacijskih Strategij , 2(1), 35–55. https://doi.org/10.26529/cepsj.394
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